Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Estancia, Iloilo

SCHOOL OF EDUCATION
Teacher Education Department

COURSE SYLLABUS IN PLANE AND SPHEREICAL TRIGONOMETRY (BSED Mathematics)

1st Semester 2016– 2017

VISION

A leading polytechnic institution offering capability and industry-oriented programs; deriving its strengths from the industry partnerships in
developing a competent person responsive to his needs and to the community.

MISSION

NIPSC, as a state-supported institution established pursuant to B.P. 500, aims to provide education and training for human resource
development to accelerate and sustain the socio-economic transformation of its service area by offering quality, relevant, accessible and effective
polytechnic programs.

  More specifically, NIPSC is committed to:

1. Provide education that will promote personal development, social responsibility, technological proficiency, and professional integrity;
2. Provide responsible professionals/leaders, competent technologists, highly-skilled technicians and workers, and dynamic entrepreneurs for rural
development;
3. Undertake research and extension activities to further knowledge and technology transfer;
4. Enhance its critical role in community development, and to achieve balanced growth;
5. Use planning to effectively respond to the changing environment, and to achieve balanced growth.

GOALS/OBJECTIVES

1. To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and gainful
employment.
2. To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops.
3. To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development.
4. To strengthen faculty competencies through in-service programs, scholarships and study assistance’
5. To support the faculty to undertake research aimed at improving the teaching and learning situation.

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6. To enhance the management capabilities of key officials through the use of participatory decision making.
7. To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of civic,
professional, religious, and other NGO’s in the service area,
8. To use research to generate knowledge and find solutions to social problem,
9. To make institutional development planning as a means for responding to changes,
10. To promote a college environment that is conducive to the pursuit of learning and other academic activities.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1 2 3 4 5
1.To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional
requirements, and gainful employment. / /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. / /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social
development. / /
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ / /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. / /
6.To enhance the management capabilities of key officials through the use of participatory decision making. / /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and
members of civic, professional, religious, and other NGO’s in the service area, / /
8.To use research to generate knowledge and find solutions to social problem, / /
9.To make institutional development planning as a means for responding to changes / /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. / /

GOALS OF THE SCHOOL OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful
teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming
useful and productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

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 Matrix Showing the Alignment of the Goals of School of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to
become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their
potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / /
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and Bachelor
in Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to
make them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work
well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do
their work well; / /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive
citizens; / /
4.Instill in students values to make them better persons. / /

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Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSED programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work. / /
2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices / /
3.engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole / /
4.practice and demonstrate professional and ethical requirements of the teaching profession / /

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 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR of SECONDARY EDUCATION

Major in Mathematics

CURRICULUM MAPPING

Legend:

a. Article and discuss the latest developments in the specific field of practice;
b. Effectively communicate orally and writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams;
d. Act recognition, social, and ethical responsibilities;

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
English 101 Study and Thinking Skills
Filipino 101 Komunikasyon sa Akademikong Filipino
Math 101 Fundamental of Mathematics
1st year Soc. Sci. 101 Philippine History, Roots and Development
Science 101 Earth Science
Math 103 Foundations of Mathematics
Math 104 College Algebra
ICT 101 Information and Communication Technology
P.E 101 Physical Fitness
NSTP 1 CWTS/ROTC

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 Second RELATIONSHIP TO PROGRAM OUTCOME
Semester COURSE
a b c d
English 102 Writing in the Discipline
Filipino 102 Pagbasa’t Pagsulat Tungo sa Pananaliksik
ICT 102 Basic Computer
1st year Soc. Sci. 102 General Psychology with Drug Addiction
Science 102 Biological Science
Math 102 Contemporary Math
Math 105 Advanced Algebra
Math 106 Plane and Solid Geometry
P.E 102 Rhythmic Activities
NSTP 2 CWTS/ROTC

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
English 103 Speech and Oral Communication
Filipino 103 Masining na Pagpapahayag
Educ 101 Child and Adolescent Development
2nd year Lit. 101 Philippine Literature in English
Math 107 Plane and Spherical Trigonometry
Values Educ. Personhood Development
Soc. Sci. 103 Philippine Society and Culture with Family Planning
Educ. 102 Social Dimensions of Education with Philosophy
P.E 103 Individual/Dual Sports/ Games

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester

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 COURSE a b c d
Soc. Sci. 104 Economics, Taxation, and Land Reform
Lit. 102 Masterpieces of World Literature
Educ. 103 Facilitating Learning
2nd year Educ. 104 Principles of Teaching 1
Educ. 105 Educational Technology 1
Math 108 Analytic Geometry
Math 109 Number Theory
Math 110 Teaching Strategies in Mathematics
P.E 104 Team Sports and Games
Field Study 1 The Learner’s Development Environment

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
Soc. Sci. 105 Politics and Governance with New Constitution
Educ. 106 Principles of Teaching 2
Educ. 107 Assessment of Student Learning 1
3rd year Educ. 118 Educational Technology 2
Special Topic 1 UBD and MLE
Human 101 Art Education
Math 111 Differential Calculus
Math 113a Elementary Statistics
Field Study 2 Experiencing the Teaching-Learning Process
Field Study 3 Technology in the Learning Environment

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 Second RELATIONSHIP TO PROGRAM OUTCOME
Semester COURSE
a b c d
Educ. 108 Developmental Reading 1
Educ. 109 Assessment of Student Learning 2
Educ. 112 Curriculum Development
3rd year Special Topic 2 Environmental Education
Math 112 Literary Criticism
Math 113b Advanced Statistics
Educ. 111 Introduction to Educational Research
Field Study 4 Exploring Curriculum
Field Study 5 Learning Assessment Strategies

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a b c d
Soc. Sci. 106 Rizal’s Life, Works and Writings
Educ. 113 The Teaching Profession
Educ. 114 Undergraduate Thesis
4th year Special Topic 3 Current Trends and Issues in Education
Human 102 Introduction to Humanities
Math 114 Mathematics of Investment
Math 115 Linear Algebra
Math 116 Differential Equations
Math 117 Fundamentals of Computing
Field Study 6 On Becoming a Teacher

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 Second RELATIONSHIP TO PROGRAM OUTCOME
Semester COURSE
a b c d
Educ. 115 Practice Teaching
4th year Educ. 116 Problems Met and Enhancement Program

School: School of Education Program: BSED

Prepared by: Reviewed by: Recommending Approval: Approved by:

AURELIA R. ESTRERA ARTHUR O. BUENAVISTA, MAT HELEN A. GASAPO, Ed. D ALMA DEFACTO, Ed. D
Subject Teacher Chairman, BSED Program Dean, School of Education Vice President for Academic Affairs

Descriptive Title: PLANE AND SPHEREICAL TRIGONOMETRY

Course Code: Math 107

Course Credit: 5 Lecture Hours/ Week: 5

Pre-requisite: Plane and Solid Geometry

Course Description:
This subject contains a complete course in the Plane and Spherical Trigonometry. This includes finding the different angles/sides of a right triangle,
dealing with oblique triangle in terms of right triangle, logarithm, trigonometric identities and many more. The part on Spherical Trigonometry has been made
comprehensive in view of the present interest in subjects requiring knowledge of this branch of Mathematics.

INSTITUTIONAL PROFILE OF A GRADUATE

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 OUTCOME-BASED TIME
TEACHING/ ALLOTMENT
INTENDED LEARNING TEXTBOOK/ ASSESSMENT
TOPICS LEARNING EQUIPMENT
OUTCOMES REFERENCE
ACTIVITIES
Task Tool

At the end of the lesson the A. Orientation on

Interactive Class
students must have: Classroom Oral
Discussion
1. discussed the departmental Policies, Projector, laptop and Feedback Transmutation
1 hr.
and classroom policies, as Departmental white board Table/ Rubric
Power point
well as the grading system policies and Quiz
presentation
for the subject. Grading system

At the end of the unit, the

students must have:
Chapter I
1. defined and illustrated
Trigonometric Function Discussion White board T1, R-1 Board work Rubrics
angles;
2. identified the parts of 1.1. Angles 8 hrs.
an angle and its 1.2. Measurement of
corresponding Angles Macro-Teaching White board pen Oral Exam Rubrics for
measures; 1.3. Trigonometric oral
Function of Angles examination
3. found the values of an
acute angle given the 1.4. Trigonometric Paper-pencil Quiz
Function of Values test
value for one of its
trigonometric
functions.
At the end of the unit, the Chapter II
students must have:
Logarithm
1. defined logarithm;
2. stated the properties of 2.1.Meaning of Discussion White board T-1 Board work Rubrics
logarithm; Logarithm
8 hrs.
3. converted logarithmic 2.2. Logarithmic and
form to exponential form Exponential Forms Peer Teaching White board pen Paper and Quiz
and vice versa. pencil test
4. Solved problems in 2.3. Logarithmic
logarithmic identities Identities.

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At the end of the unit, the Chapter III
students must have:
Trigonometry of Right Power Point Graphing Board Oral Exam Rubrics for
1. defined right triangle; Angles presentation oral
2. defined and illustrated Laptop examination
both the angle of 4.1. The Right Triangle
4.2. Angle of Elevation, Projector T-1 Seat work 16 hrs.
elevation and the angle
Depression and Micro-teaching
of depression and White board
inclination; Inclination
3. defined bearing; 4.3. Bearings White board pen Paper and Quiz
4. solved problems Problem solving pencil test
involving right triangle
and bearing.

At the end of the unit, the Chapter IV

students must have:
Oblique Triangles Board work
1. defined oblique triangle;
2. solved the missing 4.1. Oblique Triangles Discussion Graphing board Rubrics
sides/angles of an 4.2. Two Classification
of Oblique T-2 Skill 16 hrs.
oblique triangle using the
Triangles demonstration
appropriate Law; Brainstorming Chalk board
3. solved word problems 4.3. Condition of
involving oblique triangle solving Oblique Quiz
or any triangle. Triangles Paper and
4. Appreciated the 4.4. Laws Applicable to Problem Solving Chalk pencil test
usefulness of the subject the Solution of any
in solving real life Triangles
problems. 4.5. Illustrative
Problems

M I D T E R M E X A M 2 hrs.

At the end of the unit, the Chapter V

students must have:
Trigonometric Identities Presentation and
1. stated the fundamental Discussion
trigonometric identities; 5.1. Eight Fundamental White board T-1, T-2 Board work Rubrics 18 hrs.
2. created more identities Identities
from the fundamental; 5.2. Providing
Trigonometric Problem Solving
Identities

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 5.3. Sum and Difference
3. proved trigonometric Identities
identities.
4. represented the Brainstorming
5.4 Double Measure
sum/difference of sine
and Half White board pen
and cosine functions as a
Measure
product of sine and Paper and Quiz
Identities
cosine; pencil test
5.5 Identities for the
5. solved problems Peer Teaching
Product of Sine
involving inverse
and Cosine
trigonometric functions.
5.6 Inverse
Trigonometric
Function

At the end of the unit, the

students must have:
Chapter VI Discussion White board
1. solved identity equations
correctly; Trigonometric Equation T-2 Paper and Quiz 10 hrs.
2. identified both correct pencil test
6.1 Identity Equations Group dynamics White board pen
solutions and the
extraneous solutions and 6.2 Conditional Equations
in an identity equation
and give reasons.

At the end of the unit, the Chapter VII Multi-media

students must have:
Spherical Trigonometry Laptop Board work Rubrics
1. defined spherical
triangle; 7.1. Basic Concepts T-2, R-3
2. stated the properties of 7.2. Properties of Macro teaching 10 hrs.
spherical triangles; Spherical Triangles
3. stated the Law of Sine Projector
and Cosine; 7.3 Law of Cosines

Sharing of ideas

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4. determined the missing 7.4 Law of Sine
parts of right spherical
triangle using Napier’s White board
Rule. 7.5 Right Spherical Problem solving Paper and Quiz
5. realized what a great Triangles and Napier’s Pencil test
help subject would be Rule White board pen
when given enough
attention by everyone.

F I N A L E X A M 2 hrs.

Course Requirements:

Quizzes
Periodic Exams
Performance/Culminating Activities
Group Individual Reports
Group Individual Projects

Grading System
Cognitive Domain 60 %

Quizzes 20%
M/F Exams 30%
Recitation 10%

Psychomotor Domain 30%

Oral/Written 15%
Project/Practicum 15%

Affective Domain 10%

RICH (Responsibility, Integrity,

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 Cooperation & Honesty) 10%
Values/Attendance ____
100%

TEXTBOOKS
1. Baltagan, E.C. , Dy, A.L. , Vidar, M. , (2014). Plane and Spherical Trigonometry. Quezon City: C & E Publishing, Inc.

SUGGESTED READINGS/REFERENCES

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